Your browser has JavaScript turned off.
You will experience a more enjoyable time at this website if you turn JavaScript on.

Your browser has JavaScript turned off.
You will experience a more enjoyable time at this website if you turn JavaScript on.

State Transition Initiatives

The Department
of Public Instruction, Office of Special Education is committed to
provide quality transition services to students with disabilities, ages
16-21
or younger if determined appropriate by the IEP team. The regulations
of IDEA (Individuals with Disabilities Education Improvement Act) support
both the intent and spirit of preparing for life after high school
in a timely and seamless manner. Towards that goal, the Office of Special
Education, regional and local stakeholders will work toward the following
initiatives:

The Transition IEP must be written in collaboration
with students, parents and agency personnel to serve as a vehicle
for a balance of academic and functional curriculum which provides
instruction, services and community experiences to each student
based on individualized needs, preferences and interests. The Transition
IEP must be used as a meaningful document to move the student from
high school to the most appropriate setting thereafter;

Each student will be referred to any supporting
adult service provider in a timely manner to document eligibility
and services prior to high school exit/graduation to ensure a seamless
transition;

The State agencies of Developmental Disabilities,
Vocational Rehabilitation, Medicaid and Special Education will
collaborate to maximize adult residential, social and employment
services for students ages 18-21 who are ready for services before
the 21st year;

To better prepare teachers and related providers,
the Office of Special Education will prepare and deliver pre-service
coursework in Transition, and maintain opportunities for in-service
training and technical assistance;

The state monitoring system will include transition
and evaluation of effective and quality indictors of agency, community
and school collaboration, as well as student participation;

Follow up studies
will be coordinated and maintained to identify post secondary results
and document transition indicators.

Technical assistance will be readily available
regarding the key topics of student advocacy, functional vocational
assessments, community based instruction and placement, various
media publications, and multiple topical areas for all stakeholders;

The Office
of Special Education will continue to work with a collection of statewide
stakeholders regarding the transition systems and interagency services
through the collaboration of the State Transition Steering Council.